A PRACTICE TEACHING PORTFOLIO

of
Experience in Off-Campus Internship

BAMBANG CENTRAL ELEMENTARY SCHOOL

INTEGRATED SPED CENTER

of
GEMMA T. LINO
Bachelor of Elementary Education
SY 2023- 2024
A PROFESSIONAL STUDENT TEACHING PORTFOLIO
Of the Experience and Activities Off-Campus Training
Bambang Central Elementary School
Integrated SpEd Center
_____________________________________
In Partial Fulfillment of the
Course Requirement for the Subject
PED 120 (Practice Teaching)

Presented to:

Ma’am Ma. Maria Corazon Francia Hongo

Practicum Adviser

Presented by:

Ms. GEMMA T. LINO

BEEd 4
 Republic of the Philippines
Western Mindanao State University
External Studies Unit
BEED Department
Pagadian City

APPROVAL SHEET

This Practice Teaching Portfolio has been approved

and submitted by CATHERINE ANN L. HERRERA, in
partial fulfillment for the Degree of Bachelor of Elementary
Education, major in Special Education, of the subject
Practice Teaching (PED 120), has been examined and
recommended for acceptance and approval.

_____________________
AGAPITA M. MAGTUBA
BEED Department Head

___________________
ROBERTO D. BIBANCO
WMSU ESU PAGADIAN
 Table of Contents
Cover Page
ITable of Contents
Acknowledgment
Curriculum Vitae
Personal Educational Philosophy
Certification of Completion
Daily time record
Professional reading
○
○
Weekly Journal
Teaching philosophy as a beginning teacher
Local demonstration teaching
Deatiled lesson plan
Rating evaluation sheet
MOVs/documentation

Acknowledgement
Acknowledgements are given to few people who were
supportive in completing this portfolio:

To the students of Grade III FL Class at Balangasan Central

Elementary School, HI Primary students, CWA students of
Pagadian City Sped Center for allowing me to become part of
the family.

To my cooperating teachers, Rea P. Sabasales, Ramela L.

Cantoneros, and
 Fe A. Alcazaren, for their support, knowledge and guidance
during my internship period.

To my adviser, Mrs. Agapita L. Magtuba for her support and

guidance.

To my alma mater, Western Mindanao State University -

Pagadian ESU for its pursuit of excellence and as a leading
institution in the field of education, particularly in special
education.

To my classmates, co-interns for their help during my stay in

Balangasan Central Elementary School and Pagadian City
Sped Center.
To my parents, for their support and love they give to me.

Dedication
I would like to present this writing to
my family for giving me all the inspiration
and support I need.
 “The important thing is not so much that every child should be taught, as that every child
should be given the wish to learn.” ~John Lubbock

Welcome to my portfolio. I am Ms. Catherine Ann L. Herrera, a student of Western

Mindanao State University ESU Pagadian, under the program Bachelor of Elementary
Education, majoring in Special Education.

I choose to be a teacher because I want to make a difference. I could have chosen a

different field where I could serve the society but I think that education is the right field where I
could fully realised this goal.

I believe that education is the most important asset any one will have, and one asset
which has the greatest impact on the person and to everyone around them. While almost every
child has the opportunity to gain access to kindergarten and elementary education, not everyone
has the chance to be given quality education, especially children with disabilities and
exceptionalities. Even though these children are recognized as future models of the community,
they continue to be discriminated, misunderstood, left out by the majority. As a future special
education teacher, I have come to the right place to eliminate the misconceptions about these
children. My experience in the off-campus training made me realize that teaching children with
special needs require ten times patience, understanding, compassion, passion and optimism.
Teaching is a profession that one cannot be taken for granted, sometimes it is frustrating and
exhausting, but these are taken away by just one small smile of the child.

I present this portfolio for you to read about my philosophy of teaching, my experiences
during my Practice Teaching/Off-Campus Training. My goal is to show you my strengths that
would make me an effective teacher.
Education in a traditional definition, is the acquisition of knowledge, development
of powers of reasoning and logic, and preparation of oneself for mature life.
Educators basically are the people who will provide all the needs and opportunities
the pupils to learn, grow, and to be mature.

When teaching, one must observe many factors evolving around one student’s life,
such as hereditary, home environment and the society he/she involves in. These
factors will help the teacher to come up what methods and materials that fit the
child’s natural inclinations and his/her way of processing knowledge.

The teacher’s primary role is to guide, rather than the source of learning, the
students in finding answers to themselves, and view mistakes as misconceptions,
not the learner’s weakness. The teacher must also provide students’ access to
hands-on activities, allow them enough space and time to reinforce the lesson for
the pupils to discover on their own and where construction of knowledge to
happen.

o I believe that a true educator must go beyond imparting general knowledge,

developing reasoning and thinking skills to his/her students. He/she must
know the learning needs of each student, as each student is unique and
education is diverse.

o I believe in that every student has something to offer, like talent in music
and arts, scientific and mathematical inclinations, and even having a positive
and caring personality. Therefore every student should be treated equally,
 and treat each students according to their strengths and needs. Everyone has
their own definition of success, thus I will guide them to their success and
achievements.

o I believe that the success in classroom management lies behind the

techniques, consistency and fairness in the part of the teacher.

o I believe in group work, because it fosters lifelong skills which are useful in
everyday life.

o I believe in giving relevant lessons to my pupils or something that are

relevant to their lives.

o I believe in getting to know my students - strengths, weaknesses, likes,

dislikes so that I will give their individual needs and help them grow.

o I believe in extra-curricular activities, activities which go beyond the four

walls of the classroom in order for the students to experience the world and
learn valuable things that will help them enrich their lives.

o I believe in applying technology inside the classroom.

o I believe in positive attitude in the classroom.

o I believe in teaching through games. Games make students involved in the

lesson and enjoy learning.
RESUME

OBJECTIVE
To pursue a career in special education

SKILLS SUMMARY
Future teacher majoring in Special Education
Good oral and written communication skills
Proficient in MSOffice Applications and Internet Search
Basic English and Filipino Sign Language
Grade I Braille

CAREER RELATED EXPERIENCE

Hearing Impairment Primary Student Teacher - February, March 2013
Pagadian City SpEd Center
Provided cooperating teacher with extra assistance in classroom
management
Provided assistance to pupils who are moving at a slower pace than the
rest of the class
Taught vocalizations to pupils
Taught face painting to students

Children with Autism (CWA) Student Teacher - February 2013

Pagadian City SpEd Center
Provided assistance to cooperating teacher in classroom management
Provided pupils’ learning and education needs throughout their
mathematics and english subjects
Assisted students in their recreation skills, self-care and everyday activities

Grade III Fast Learner (FL) Class Student Teacher - January 2013
Balangasan Central Elementary School
Managing daily routine in the classroom
Assisted the students on their National Achievement Test
Implemented lesson plans for Science and Math subjects during the
absence of the cooperating teacher
Field Study Observer - 1st and 2nd Semesters 2012
Balangasan Central Elementary School
Maintained classroom routines
Implemented activities and lesson plans under the guidance of the
cooperating teacher
Observed cooperating teacher and took notes to improve future teaching

Field Study Observer - 1st and 2nd Semesters 2011

Pagadian City Special Education Center
Observed cooperating teacher and took notes to improve future teaching

Volunteer Assistant Teacher February - March 2011

Hangop Kabataan Inc.
Assisted with the cooperating teachers in their daily lessons
Working with students in Intellectually Disabled and Autism self-contained
classes

EDUCATION

Tertiary:
1. Western Mindanao State University - Pagadian ESU
BS Elementary Education, major in Special Education
ZSNHS, Sta. Maria Dist., Pagadian City
2009-2013

2. STI College - Pagadian 2006-2002

Diploma in Computer and Electronics Tech
Rizal Ave., San Pedro Dist., Pagadian City

Secondary:
Holy Child Academy, 2002 - 2006
San Jose Dist., Pagadian City

Primary:
Sta. Lucia Central Elementary School, 1996-2002
Sta. Lucia Dist., Pagadian City
PERSONAL DATA
November 9, 1989
Jamisola St., Sta. Lucia Dist., Pagadian City
93 lbs.
5’8”
Visayan, Filipino, English, basic Portuguese and Italian

ADDITIONAL WORK EXPERIENCES

Freelance article writer

2012 - Present

Online article writer at http://www.ewritegigs.com - 2012-Present

Write literary analysis of works of various writers
Write school projects of various topics

Internet Cafe Assistant - Titus Business Center, May - October 2008

Assisted internet cafe customers with MS Office, internet searching

Library Assistant/OJT - Pagadian City Library, January - March 2008

Provided service to Pagadianons in using the library and researching
Organized book records

ADDITIONAL INTERESTS AND ACTIVITIES

Computer Skills - I am thoroughly improving my HTML Skills and Search
Engine Optimization Skills, keyboarding skills and graphic design and
blogging skills
Fine Arts - I am very good in face and body painting, watercolors, oil
painting, acrylic painting, charcoal, pastel, pencil and ink drawings, and
basic knowledge in wood sculpting and lettering
Musical Instruments - I enjoy playing piano, guitar, bass and various
percussion instruments

Seminars Attended:
Training Workshop on Behavioral Modification Technique on Handling
Children with Special Needs
Teacher’s Center, Dao, Pagadian City
October 22, 2012

REFERENCES ARE AVAILABLE UPON REQUEST

My Alma
Mater
Western Mindanao State
University
Western Mindanao State University (WMSU) is the premier and only state
university in Zamboanga City. It is said to be one of if not the oldest university in
Mindanao. It has two campuses: the main campus of 79,000 square metres and
9,147 square metres is in the city (Barangay Baliwasan) and the satellite campus of
200,000 square metres occupied by the College of Agriculture and the College of
Forestry lin San Ramon, 20 kilometers from the city. Campuses comprising the
external studies units are in the provinces of Zamboanga del Sur, Zamboanga del
Norte and Zamboanga Sibugay, including the newly integrated formerly CHED-
supervised institutions in Molave and Tampilisan. It has a student population of
over 22,000, regular faculty members of over 600 and over 150 administrative
personnel.

It has 12 colleges, three institutes and two autonomous campuses offering

undergraduate and postgraduate courses specializing in education, engineering,
nursing, arts and humanities, social work, science and mathematics. Along with
these major fields of concentration, WMSU offers courses in agriculture,
architecture, forestry, home economics, nutrition and dietetics, social work,
criminology, Asian and Islamic Studies and special degree courses for foreign
students. It also offers external studies and non-formal education courses.

WMSU ranked sixth among 68 universities all over the country, according to a
survey on the Top Academic Institutions in the Philippines conducted by the
Commission on Higher Education. The university's College of Education is a
Center of Excellence; the College of Architecture is a Center of Development; and
the College of Social Work and Community Development was awarded the Best
School for Social Work in the Philippines.
Vision
The Western Mindanao State University shall be the
Center of Excellence and leading institution in human
resource development and research in the country and the
ASEAN region with international recognition.

Mission
To educate and produce well-trained, development-
oriented and forward-looking professional and technical
manpower for the socio-economic, political and
technological development of the Philippines. It shall
endeavor to expand the frontiers of knowledge and its
uses to society through research in technology, the natural
resources, physical and social sciences.
Western Mindanao State University HYMN
Composed by: Angelina 0. Aquino

Composed by: Norma Camins Conti

Western Mindanao State University

Beautiful emblem of the southern seas

Meant to mould the youth for human dignity

The pillar of peace and unity

Firm she stands and stalwart she looks

With its crimson and white in the sil’vry light

As she glides to guide the beaming faces upright

She whispers the tune of the Old Normal School

Hail, Oh Alma Mater dear!

The beacon light of a million fold

Praise be to them that nurtured thee,

Who fought and died let their laurels be

br<>Shout aloud in triumph, we

For God has granted His decree

Born the State University

Long envisioned for eternity

Western Mindanao State University Graduation Song
Composed by: Norma Camins Conti

Today the hands of time paint glory

As gladness fills our graduation day
Dear Western Mindanao State University
We thank you and keep you in our hearts to stay

A Center of Excellence, your cherished halls.

The voice of Wisdom that nurtured us all.
Our lives, now richer and fuller
Your children so grateful we are

CHORUS

Let's lift our voices in joy and praise

To our Alma Mater, the priced WMSU name
Ever trusting in God's loving grace
Well make a difference for her honor and fame.

(Sing from 1st stanza)

Coda: We thank you and keep you

in our hearts to stay!
Graduates' Pledge
Invoking the aid of Almighty God, I pledge to pursue knowledge as a
sacred calling; to act as guardian and promoter of the best and highest
ideals of my people; to mould the aspirations, character and lives of the
Youth in the light of progressive thoughts and ideals thus, fashion them into
enlightened and responsible citizens.

I feel that it is my solemn duty to act as the best instrument of good against
evil, to live an upright life and dedicate myself to the fulfillment of the
highest ideals and principles of the profession as embodied in the Code of
Ethics.

I further pledge that I shall maintain true faith and allegiance to my Alma
Mater, the Western Mindanao State University, the living symbol of what I
am and what I expect to be in the profession.

Alumni Oath
I, __________________________ a graduate of the Western Mindanao
State University, do solemnly swear to uphold the lofty ideals and noble
principles of my Alma Mater. I shall endeavor at all times to bring honor and
glory to my Alma Mater by uplifting myself to higher social, moral and
spiritual levels; that I shall help my fellowmen in all ways, never to do them
injustice nor to ever let injustice be done unto them. I impose these
obligations upon myself voluntarily and without purpose of personal gain.
 Balangasan Central Elementary School

Balangasan Central Elementary School, where I

had my first shift in practice teaching is a big
school. It has 11 school buildings, a big covered
court and a wide stage used whenever the
school hold programs.

Aerial view of BCES. Source: wikimapia.org

 Pagadian City Sped Center
Pagadian City SpEd Center was established in June 1997 at Balangasan Central Elementary
School starting with a VI Class. Hearing Impaired Class was then created in June 1999, followed
by Mentally Challenged and Autism Classes in school year 2001-2002. In 2006-2007, a class for
children with Learning Disability was formed; classes for Intellectual Disability, Cerebral Palsy
and Down Syndrome followed suit three years later.

Today, Pagadian SpEd Center is located at San Jose Heights within the Pagadian City Pilot School
Compound. It caters to seven exceptionalities, namely Visual Impairment, Hearing Impairment,
Children with Autism, Intellectual Disability, Learning Disability, which are maintained and
managed by highly experienced and well-trained Sped teachers, and are overseen by a head
teacher. All had gone through various trainings and seminars, locally and nationally, on handling
and teaching children with special needs.

Aerial view of PCSC.

source: wikimapia.org
 Detailed Lesson Plan

Mathematics III
Find The Area of A Square
January 30, 2013
I. Objectives
At the end of the lesson, 80% of the class will be able to:
a. derive a formula for finding the area of a square
b. cooperate actively in finding the formula for the area of a square
c. explain the formula or method that can be used to find the area of a square

II. Subject Matter

Skill: Deriving a formula for finding the area of a square
Reference: BEC PEL B. 1.3.2, Teacher’s Manual for Mathematics III
Materials: manila paper, flash cards, marker, worksheets

III. Lesson Proper

A. Preparatory Activities
1. Prayer - Angel of God my guardian dear to whom god’s love commit me here.
Ever this day be at my side to light and guide to rule and guard. Amen.
2. Greetings - Good morning class. (Good morning ma’am Catherine, good
morning classmates we are here now.)
Checking of Attendance - Raise your hand and say present as I call your name. (Present,
ma’am)
Drill - Game
Ask questions that will let them measure object found inside the classroom.
1. What is the length and the width of the box? (24 cm, ma’am)
2.What unit of measure did you use when you measure the book, paper etc. (centimeter,
inches, Ma’am)
Motivation - Pairing
Teacher will distribute matches to students.
1. Form a square using the number of matches you have. (Pupils will make a square)

B. Discussion/Activities/Procedure
1. Teacher discussion/demonstration
Present a square figure with grid lines, so that they are able to count the square
units.
What is a square? What can you say about the sides? (They have the same length)
What is an area? (It is the number of square units that cover a figure)
What is a square unit? (It is used in measuring an area)
1 small square represents 1 square unit. The square has 16 units, so the area for this
square is 16 square units.
Find the area of a square anyway that you can. (Give them few minutes)
How do you found out the area of a square? (By counting the small squares ma’am)
2. Pupil Activities
I will group you into 5. (okay, ma’am)
Here is your activity you will do today.
1. Let the students find the area of a square, using any method they want. Some
students when they go into squares will already use the formula A=SxS or A=LxW to solve for
the area. Other students who still don’t know the formula will resort to counting the square units,
or they are forced to use A=SxS. If some groups have finished, ask the following questions:
Please explain how you found the area of a square. (We count all the square units/We
multiply the length and the width of the square/We multiply the side by itself)
What method did you use? (side multiply by side/length multiply by width/counting)
Can you tell how the formula works to give you the area of a square?

3. Collaborative Learning (Groupings)

Are you ready for the next activity? (Yes, ma’am)
Direction: find the area of a square whose side is 6cm

6cm

There are students who still draw the grid and count the squares to find the area. There are
students who will have the measurement of the side to make a new method for finding the area.
After several minutes, ask one representative from each group to answer the following
questions.
How did you find the area of a square?
Did you find another way which can solve the area of a square?
If you use a formula, how does it work to give you the area of a square?
Answer: A=SxS A=6cm x 6cm
A=S2 A= 36cm2
To find the area, just count the number of square units in the square, or by multiplying the length
of the sides. The length of the line is multiplied by itself, therefore s squared.

D. Group Games - Question relay

We will have a game which is called Question relay, do you want to join? (We all want to
join, ma’am) Directions: One will come forward to the board to answer the questoin. The
first group who can answer correctly all the questions within 4 minutes wins. 1. 3cm
2. 9cm 3. 5cm 4. 8dm 5. 7m

E. Generalization
What can you say the sides of the square? (They all have the same length/size, ma’am). How to
find the area of a square? (Multiply the side by itself)
Formula: A = SxS or A = S2
Where A = number of square units which cover the surface
S= side of square

F. Application - flashcards
Find the area of a square. Solve on the board
1. 8cm 2. 5cm 3. 10cm 4.2m

IV. Evaluation
Find the area of a square
1. 10 m 2. 3 in 3.8m 4. 2cm 5. 12cm
V. Assignment
Read the following problems, then solve.
1. A square shaped garden has a side of 6 meters. What is its area?
2. If one side of a family picture measures 12 cm, then what is its area?
3. Mandy bought a square lot with a side measuring 5m. What is the area of a square?
4. You have a square scarf with its area of 81 cm2. Give its side.
5. Draw a square with an area of a 9cm2. What is the length of its side?
Semi-Detailed Lesson Plan

Mathematics III
Finding the Area of a Square
January 30, 2013
I. Objectives
At the end of the lesson, 80% of the class will be able to:
a. derive a formula for finding the area of a square
b. cooperate actively in finding the formula for the area of a square
c. explain the formula or method that can be used to find the area of a square

II. Subject Matter

Skill: Deriving a formula for finding the area of a square
Reference: BEC PEL B. 1.3.2, Teacher’s Manual for Mathematics III
Materials: manila paper, flash cards, marker, worksheets

III. Lesson Proper

A. Preparatory Activities
1. Prayer
2. Greetings
Checking of Attendance
Drill - Game
Ask questions that will let them measure object found inside the classroom.
1. What is the length and the width of the box?
2.What unit of measure did you use when you measure the book, paper etc.

Motivation - Pairing
Teacher will distribute matches to students.
1. Form a square using the number of matches you have.

B. Discussion/Activities/Procedure
1. Teacher discussion/demonstration
Present a square figure with grid lines, so that they are able to count the square
units.
What is a square? What can you say about the sides?What is an area?
What is a square unit? 1 small square represents 1 square unit. The square has 16 units, so the
area for this square is 16 square units.
Find the area of a square anyway that
you can.
How do you found out the area of a square?
 2. Pupil Activities - Groupings

1. Let the students find the area of a square, using any method they want. Some
students when they go into squares will already use the formula A=SxS or A=LxW to solve for
the area. Other students who still don’t know the formula will resort to counting the square units,
or they are forced to use A=SxS. If some groups have finished, ask the following questions:
Please explain how you found the area of a square.
What method did you use?
Can you tell how the formula works to give you the area of a square?

3. Collaborative Learning (Groupings)

Direction: find the area of a square whose side is 6cm

6cm

Ask:
How did you find the area of a square?
Did you find another way which can solve the area of a square?
If you use a formula, how does it work to give you the area of a square?
Answer: A=SxS A=6cm x 6cm
A=S2 A= 36cm2
To find the area, just count the number of square units in the square, or by multiplying the length
of the sides. The length of the line is multiplied by itself, therefore s squared.

D. Group Games - Question relay

Directions: One will come forward to the board to answer the question. The first
group who can answer correctly all the questions within 4 minutes wins. 1. 3cm 2. 9cm
3. 5cm 4. 8dm 5. 7m

E. Generalization
What can you say the sides of the square? How to find the area of a square?
Formula: A = SxS or A = S2
Where A = number of square units which cover the surface
S= side of square

F. Application - flashcards
Find the area of a square. Solve on the board
1. 8cm 2. 5cm 3. 10cm 4.2m

IV. Evaluation
Find the area of a square
1. 10 m 2. 3 in 3.8m 4. 2cm 5. 12cm
V. Assignment
Read the following problems, then solve.
1. A square shaped garden has a side of 6 meters. What is its area?
2. If one side of a family picture measures 12 cm, then what is its area?
3. Mandy bought a square lot with a side measuring 5m. What is the area of a square?
4. You have a square scarf with its area of 81 cm2. Give its side.
5. Draw a square with an area of a 9cm2. What is the length of its side?
 Brief Lesson Plan

Mathematics III
Finding the Area of a Square

I. Objectives
At the end of the lesson, 80% of the class will be able to:
a. derive a formula for finding the area of a square
b. cooperate actively in finding the formula for the area of a square
c. explain the formula or method that can be used to find the area of a square

II. Subject Matter

Skill: Deriving a formula for finding the area of a square

III. Lesson Proper

A. Preparatory Activities
1. Prayer
2. Greetings
Checking of Attendance
Drill - Game
Motivation - Pairing
B. Discussion/Activities/Procedure
1. Teacher Discussion/Demonstration
2. Pupil Activities - Groupings
3. Collaborative Learning (Groupings)
D. Group Games - Question relay
E. Generalization
F. Application - flashcards

IV. Evaluation

V. Assignment
Read the following problems, then solve.
1. A square shaped garden has a side of 6 meters. What is its area?
2. If one side of a family picture measures 12 cm, then what is its area?
3. Mandy bought a square lot with a side measuring 5m. What is the area of a square?
4. You have a square scarf with its area of 81 cm2. Give its side.
5. Draw a square with an area of a 9cm2. What is the length of its side?
 Rubric for Practice Teaching Portfolio
Name: ________________________________________________________________________

Evaluator: _____Self ______Peer _____Mentor

Directions: Check the box below the score that best describes the indicator. The legend below gives the
description.

Legend: 4 – Outstanding 3 – Very Satisfactory 2 – Fair 1 – Needs Improvement

Criteria 4 3 2 1

A. Visual Appeal (20%)

1. Cover
2. Lay-out
3. Tone – mood
4. Creativity
5. Resourcefulness
6. Neatness

B. Organization (20%)
1. Order of Entries
2. Coding Technique
3. Readability of Entries
4. Correctness of Form (eg. grammar)

C. Content (30%)
1. Statement of Purpose
2. Completeness of Entries
3. Diversity of Selection

D. Reflections (30%)
1. Depth of Understanding
2. Application of Ideas
Final Rating
Practice Teaching Portfolio Entries
1. Table of Contents
2. Prayer of a student/Credo/Personal Educational Philosophy
3. A Resume
4. A brief description of the site of practice teaching
5. Examples of lesson plans
6. Evidences of Community Outreach
7. Observation and Evaluation forms
8. Best Lesson Plan using creative strategy with the complete set of materials
9. Samples of learners’ work and feedback
10. Titles and Brief synopsis of professional readings and references
11. A professional development or career plan
Daily Time Record
 Lesson Plan in English
For Hearing Impairment – Primary
March 15, 2013

I. Objective:
At the end of the lesson, the HI Primary Pupils will be able to:
 Identify he or she pronouns
 Use he or she in the sentence correctly

II. Subject Matter:

Topic: He She Pronouns
Materials: Flower graphic/text organizer, sun design graphic/text organizer, sign maker,
sentence strips, picture cards of boys and girls, evaluation worksheets

III. Lesson Proper

A. Preliminary Activities
1. Classroom Management
2. Greetings
3. Drill – Identify the names of each person in the classroom
B. Discussions/Demonstrations/Activities
1. Game – Scavenger Hunt
Hide different pictures around the classroom. For each round, the teacher will
let the students look for the pictures that match the BOY, GIRL the teacher mentions. Ask them to post
these pictures on the board under the corresponding heading.

2. Teacher Discussion
a. Introduce the He and She Pronoun.
b. Pronoun Patch – using flower and sun text organizer, assign a student to write
a name on the petal (for She) or the sun rays (He) and post on the board.

3. Follow-up Activity
Provide each student with a copy of the same news story from a newspaper.
Challenge students to circle all the pronouns (He and She) in the article. Provide time for students to
share the pronouns they circled.

C. Generalization
We use He when we refer to a boy. He is also used in exchange of the boy’s name. We
use She when we refer to a girl. She is used in exchange of the girl’s name.
 D. Activity
1. For Grade I and II Students
Allow the pupils to choose several pictures. Have them write one sentence describing
the picture using nouns and one picture describing the same picture using pronouns. Have the students
pair up and read their sentences to each other. Have them tell each other the pronouns that can
replace the nouns.
2. For Grade III Students
Have them write paragraphs using the same format as the sentences.

IV. Evaluation:
Attached worksheets

V. Assignment
Tell something about your mother. Use She. Tell something about your father. Use He.
Three sentences each.
Instructional Materials
Noun Patch Flower Design
Noun Patch Sun Design
Newspaper
He, She Sign Maker
Sentence Strips
Flashcards
 Teaching & Learning: Effective Strategies
http://learningcurveplanner.com.au/resources/teacher/professional-
readings/teaching-and-learning-effective-strategies-88.html
For many of us, teaching is a learned behaviour,
beyond our professional studies. So long as we
possess the desired personal attributes and are
prepared to try new things, reflect, adjust and enter
into dialogue with colleagues about our core
business of teaching and learning we will develop a
professional practice.

Following are strategies well worth trying in order to

build our professional practice:

Firstly, getting our classes off to a good start:

 be punctual and arrange the chairs and tables how

we want them
 ask students to line up in an orderly fashion outside
the class room
 as students enter the class room, greet them with a
hello and a smile using first names
 chat positively with them as we prepare to begin the
class
 greet the class as a whole and begin with something
such as, “How is everyone, today we are going to….”
 start each lesson with a joke of the day/what’s
making news/ anything special happening in
 anyone’s family - the reality is that both our
students and us learn better when are happy
 ask whether they encountered any problems with
“learning in another settings”(homework)or
understanding what was learnt in the previous
lesson
 try to “catch” students doing good things early in
the class and praise them individually and privately;
this will set the tone for the lesson.
 early in the class, don’t ignore any behaviour that
doesn’t meet the class expectations
 be consistent and adopt the broken record approach
 should students come from a previous class in
which expectations were low welcome them
positively and remind of the shared class
expectations; “the way we do things around here”
 if there was physical activity in the previous class
which significantly increased their heart rates, chat
with students outside the classroom in an orderly
line about being about to enter the “learning zone”;
a calming time
 always have spare paper, pens, etc to cover students
who don’t have what they require to learn and
participate positively in class
 choose before class the formats we will employ in
the lesson such as, in groups, individual,
presentations, discussions, etc.
 Secondly, during class we can provide a strong
impetus for learning by:

 role modelling positive 'want to be there' and 'can

do' behaviours that show our students that we enjoy
learning, teaching and their company
 this sends the message that we care for them as
people showing a genuine interest in wanting to
listen, discuss, investigate, think, take up a
challenge and learn with them as a team together
 use 'we'and 'us' not 'you', because that is exactly
what quality learning is
 avoid sitting passively at the teacher’s desk; it is
poor role modelling for active, interested and alive
team learning
 circulate around the room assisting, talking to and
praising students one to one and in groups to
develop their personal attributes and qualities as
learners for lifelong learning
 when helping them, kneel down or sit on a chair so
that they are at eye level with us; don’t hover, it is
quite intimidating for our students
 while circulating write notes in students’ planners
highlighting positives (more than negatives) to
show their parents

You can conquer from your horse, but you must

dismount to lead - Napoleon
 21st Century: Teaching & Learning
http://learningcurveplanner.com.au/resources/teacher/professional-
readings/21st-century-teaching-and-learning-8.html

The 20th century was a knowledge based era in

which

 remembering and reproducing information was the

main focus
 it was not so much about how or why, but
concerned with what = content
 our teaching encouraged left brain linear thinking
with little emphasis on patterning or discovering
connections to create new understandings

The 21st century is a conceptual age, all about

creativity and making connections and seeing
patterns

 the net is the new paradigm for learning; to quote

Mark Treadwell, “we can ignore it, but it won’t go
away”
 our teaching needs to encourage right brain
thinking to foster innovative ideas
 linking thinking and learning to build deeply rich
understandings
 George and Lisa Otero from New Mexico, have
pioneered new pedagogies which engage students
called “Relational Learning”

 it’s about teaching that encourages students to use

both the left and right sides of their brains
 time spent investigating their work will enhance
both student engagement and learning outcomes.

Some ideas to integrate into learning and teaching

that will help our pedagogies move from traditional
20th to contemporary 21st century include

 students framing their own questions through

thinking tools such as KWHL, PMI, Six Hats, Y
diagram etc. Replacing students answering
questions from us
 students expanding their understanding through
shared dialogue of their experiences, replacing
building knowledge banks through individual study
 students being encouraged to use their individual
multiple and emotional intelligences and learning
styles. Replacing the belief that IQ fits all
 students linking their thinking and learning
through habits of the mind and thinking tools.
Replacing a dominance of left brain thinking that
focuses on remembering.
 Information and knowledge is being created at an
astonishing rate and our students have excellent
filters on what they are prepared to take in

 it is an overload situation and we must be

discerning and creative on the “what “ we teach; it
must be relevant in their worlds or their brains will
disregard it
 personalised education is what we must strive for; it
has chaos written all over it and pushes us outside
our comfort zones, but it’s essential for us to role
model 21st century creative right brain thinking

The key is to nurture a learning environment in

which students can learn different things in different
ways in different places at different times from
different people; replacing learning the same things
in the same ways in the same places at the same
times from the same people.

“The future is already here, it’s just not evenly

distributed” Prakash Nair
 Dimensions Of Learning
http://learningcurveplanner.com.au/resources/teacher/professional-readings/dimensions-
of-learning-101.html

In the late 1980’s, Dr Robert Marzano developed a

practical planning framework called Dimensions of
Learning, which is about linking thinking and
learning, that:

combines the best teaching and learning approaches,

strategies and practices
can improve learning outcomes in all Key Learning
Areas.
The Dimensions of Learning have continued to be
refined and are used in schools globally to develop
consistent and productive school wide pedagogies.
There are five types of thinking, called the five
dimensions of learning that are essential to
successful learning.

When using the Dimensions of Learning planning

framework, it is essential for us to have a clear
understanding of a number of ‘musts’ we need to
adhere to:

 our teaching must align with our knowledge of how

students learn best
 learning is interactive with a number of thinking
types involved; the five dimensions
 we need to explicitly teach attitudes and habits of
mind to enable quality learning and teaching
 teaching must include both teacher centred and
student centred instruction, and
 students need to be assessed on how they can use,
apply and reason with knowledge, rather than recall
information.

When planning units of learning it is important for

us to ensure that all of the five dimensions are
incorporated.

Dimension 1 – Positive Attitudes and Perceptions –

relates to helping our students to grow positive
attitudes and perceptions about the classroom and
learning, thus having ‘want to’ and ‘can do’ outlooks.

Dimension 2 – Acquiring and Integrating Knowledge

– relates to guiding our students through a series of
steps when learning new knowledge to connect it to
what they already know; leading to them being able
to perform the process or skill easily and effectively.

Dimension 3 – Extending and Refining Knowledge –

relates to extending and refining their knowledge by
making new connections, clarifying misconceptions
and arriving at conclusions by applying reasoning
processes and analysis perspectives.

Dimension 4 – Using Knowledge Meaningfully –

relates to providing opportunities for our students to
use the knowledge meaningfully through decision
making, problem solving, invention, investigation,
experimental inquiry and system analysis.

Dimension 5 – Productive Habits of the Mind –

relates to our students being enabled to think
creatively, ethically, responsibly, accurately and be
in control of their behaviours; linking, thinking and
learning.While the Dimensions of Learning
represent individual parts of the overall learning
process, they complement each other to ensure an
enhanced quality of teaching and learning.

If offers us as teachers a strategic way:

- of thinking about the complex process of learning

- of gaining insights into how the processes interact

as we help our learners reach expected outcomes.

The Dimensions of Learning framework helps us as

teachers to:
- maintain a focus on learning

- study the learning process

- plan curriculum, instruction and assessment

scaffolded by the five dimensions.

At a whole school level, they are an effective way of

de-privatising the classroom and reducing the
variation in learning and teaching between
classrooms. Investigating DOL’s will benefit teaching
and learning in all schools who adopt them.
Further Perspectives On Our Brains

http://learningcurveplanner.com.au/resources/teacher/professional-
readings/further-perspectives-on-our-brains-33.html

The more angles something is viewed from, the

better our understanding of it is. Following are
additional aspects relating to our brains that will
raise our awareness and thus enhance learning and
teaching in our classrooms:

Some facts about our brains:

- over 20% of the body’s oxygen intake is used by the
brain
- the brain weighs about 1.5 kilograms
- we use about 5% of its capacity in our everyday
lives
- for efficient brain functioning, quality nutrition,
regular exercise and at least two litres of water daily
are necessary
- there are hundreds of thousands of electrical
connections made in the brain each and every
second.

To optimise our students’ learning, we need to cater

for both the left and right brain in our teaching.

For example, when listening to music, the left brain

hears the words and the right brain hears the music
- the brain initially processes images then it
processes words
- 20th century teaching focused predominantly on
using the left brain through teacher instruction,
involving

an ordered knowledge based society; knowing stuff

was important
information transfer the key; understanding not a
priority
a linear dimension only; making very few
connections
To quote Harpaz, it was all about
  Learning was Listening
 Teaching was Telling
 Knowledge was an Object

Now, in the 21st century, our focus has changed to

using the whole brain, both sides in sinc. Today is a
conceptual and creative age, not an information
transfer and retention age.

Our challenge as teachers is to create a classroom

environment in which our students are encouraged
to link their thinking and learning to:
- ponder about possibilities and discover new
connections and understandings in their worlds
- make thinking visible for our students by using
thinking tools; could you imagine learning to dance
not being able to see other peoples’ feet?
- be more metacognitive, thinking about their
thinking, by using Multiple Intelligences and Habits
of Mind.

I remember saying to one of my students many years

ago who wasn’t on task, “what are you doing?” He
replied, “Thinking sir,” to which I said quite
authoritatively, “Stop that and get on with your
work”
- my preoccupation with content was limiting my
students’ capacity to create new understandings and
apply what they had learned.

“When the brain is thinking it is talking to itself -

Plato
Five Phases of Professional Development

http://www.ncrel.org/sdrs/areas/issues/educatrs/profdevl/pd2fiph.htm

The North Central Regional Educational Laboratory

(n.d.) has developed a research-based professional
development framework that promotes ongoing
professional development and encourages individual
reflection and group inquiry into teachers' practice.
In practice, the five phases overlap, repeat, and often
occur simultaneously:

Building a Knowledge Base. The purpose of this

phase is to acquire new knowledge and information
and to build a conceptual understanding of it.
Activities in this phase might include goal setting,
assessing needs, participating in interactive
workshops, and forming a study group.

Observing Models and Examples. The purpose

of this phase is to study instructional examples in
order to develop a practical understanding of the
research. In this phase, one might participate in
activities such as school and classroom visitations,
peer observation, using instructional artifacts, co-
planning, and listening to or watching audio and
video examples.

Reflecting on Your Practice. The purpose of this

phase is to analyze your instructional practice on the
basis of new knowledge. Activities in this phase
might include the use of journals or teacher-
authored cases for collegial discussion and
reflection.

Changing Your Practice. The purpose of this

phase is to translate your new knowledge into
individual and collaborative plans and actions for
curricular and instructional change. Activities might
include action research, peer-coaching, support
groups, and curriculum development.

Gaining and Sharing Expertise. The purpose of

this phase is to continue to refine your instructional
practice, learning with and from colleagues while
also sharing your practical wisdom with your peers.
Activities in this phase might include team planning,
mentoring or partnering with a colleague, and
participating in a network.
 Teacher-Student Interactions: The Key to
Quality Classrooms

By: University of Virginia Center for Advanced Study

of Teaching and Learning

http://www.readingrockets.org/article/28812/

The Classroom Assessment Scoring System (CLASS)

describes ten dimensions of teaching that are linked
to student achievement and social development.
Each dimension falls into one of three board
categories: emotional support, classroom
organization, and instructional support.

Every day, teachers make countless real-time

decisions and facilitate dozens of interactions
between themselves and their students. Although
they share this commonality, educators all over the
country often talk about these decisions and
interactions in different ways. The Classroom
Assessment Scoring System (CLASS), developed at
the University of Virginia’s Center for Advanced
Study of Teaching and Learning, helps educators
view classrooms through a common lens and discuss
them using a common language, providing support
for improving the quality of teacher-student
interactions and, ultimately, student learning.
 How is the CLASS organized?
The CLASS describes ten dimensions of teaching
that are linked to student achievement and social
development. Each of the ten dimensions falls into
one of three broad categories: emotional support,
classroom organization, and instructional support.

Emotional support refers to the ways teachers

help children develop warm, supportive
relationships, experience enjoyment and excitement
about learning, feel comfortable in the classroom,
and experience appropriate levels of autonomy or
independence. This includes:

 Positive climate — the enjoyment and emotional

connection that teachers have with students, as well
as the nature of peer interactions;
 Negative climate — the level of expressed
negativity such as anger, hostility or aggression
exhibited by teachers and/or students in the
classroom;
 Teacher sensitivity — teachers’ responsiveness to
students’ academic and emotional needs; and
 Regard for student perspectives — the degree
to which teachers’ interactions with students and
classroom activities place an emphasis on students’
interests, motivations, and points of view.
 Classroom organization refers to the ways
teachers help children develop skills to regulate their
own behavior, get the most learning out of each
school day, and maintain interest in learning
activities. This includes:

 Behavior management — how well teachers

monitor, prevent, and redirect misbehavior;
 Productivity — how well the classroom runs with
respect to routines, how well students understand
the routine, and the degree to which teachers
provide activities and directions so that maximum
time can be spent in learning activities; and
 Instructional learning formats — how teachers
engage students in activities and facilitate activities
so that learning opportunities are maximized.

Instructional support refers to the ways in which

teachers effectively support students' cognitive
development and language growth. This includes:

Concept development — how teachers use

instructional discussions and activities to promote
students’ higher-order thinking skills and cognition
in contrast to a focus on rote instruction;
Quality of feedback — how teachers expand
participation and learning through feedback to
students; and

Language modeling — the extent to which

teachers stimulate, facilitate, and encourage
students’ language use.
 After graduating, I will apply for a teaching position in any
educational institution. I will apply what I learned from my alma
mater while acquire experiences that will further help my
teaching abilities. To improve my teaching performance and to
get updated in the world of teaching, I will pursue a master’s
degree. Getting a master’s degree will also help me in finding
for a better position in my school.
Two years from now maybe I will have a teaching item
from DepEd, a special education teaching item particularly. I
will teach students with hearing impairment primary class. My
goal in teaching is to provide these children with better learning
opportunities and help them to become known to the hearing
world. I will strive to make them realize that education is the
most important asset in one’s life, and to do that, through my
hands, heart and effort learning will take place and I want to see
them motivated to learn and know more.
While teaching in a local school, I will look for a teaching
position abroad for more experience. Hardwork and
determination will get me to the place where I want to go but I
will impart my teaching experiences and my acquired teaching
abilities and strategies back home.
 Republic of the Philippines
Western Mindanao State University
External Studies Unit
BEED Department
Pagadian City

CERTIFICATION OF COMPLETION

CERTIFICATION OF COMPLETION

This is to certify that MS. CATHERINE ANN L. HERRERA, a bonafide student of WESTERN
MINDANAO STATE UNIVERSITY - EXTERNAL STUDIES UNIT PAGADIAN has
rendered her services in Balangasan Central Elementary School during the second semester,
School Year 2012-2013.

Noted by:

REA P. SABASALES
Cooperating Teacher

LUDY P. DETALLA
BCES Principal
 Republic of the Philippines
Department of Education
Region IX
Pagadian City Sped Center
San Jose Heights, Pagadian City

CERTIFICATION

This is to certify that

Ms. CATHERINE ANN L. HERRERA

a student teacher of Western Mindanao State University External Studies Unit – Pagadian
City, rendered her services in PAGADIAN CITY SPECIAL EDUCATION CENTER during
the school year 2012-2013.

Noted by:

RAMELA L. CANTONEROS FE A. ALCAZAREN

Cooperating Teacher Cooperating Teacher

LEILA O. YOSOYA-ABAYON
Head Teacher – II